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Saturday, September 12 • 11:30pm - 11:30pm
Quality and Quantity of Literacy Instruction for ELLs in Indiana Elementary School

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This research adopts a multiple-case study to explore the quality and quantity of the English language arts (ELA) instruction for English Language Learners (ELLs) across six 1st grade teachers (3 treatment teachers receiving ELL licensure coursework and instructional coaching and 3 control teachers receiving no coursework or coaching) from three Indiana school districts. Three video recordings were made of each teacher’s English language arts block at the beginning, middle, and end of the school year. We developed and used rubrics grounded in the scientific literature of best practices for ELLs to evaluate the quality of literacy instruction. Rubrics were completed and reconciled by two research team members immediately following each observation. To measure quantity, we used the video analysis software V-note to code different types of literacy instructional strategies, techniques, and grouping configurations that are aligned with our rubrics. For example, use of small groups or instructional scaffolds to create greater comprehension among ELLs. Rubric scores and coded videos instances were reviewed and analyzed to answer the following research questions: What are the differences between the treatment and control groups of teachers in terms of (1) quality of instruction; (2) the amount of time allocated to various literacy components (e.g., phonemic awareness, phonics, comprehension, fluency, vocabulary and writing) and to effective strategies; and (3) the amount of time spent in various grouping configurations (e.g., whole group, small group, pairs, individual work)? Through this inquiry, we draw conclusions about the quality and quantity of ELA instruction in light of what the academic literature indicates is high quality instruction for ELLs. This study holds important implications for literacy educators as they identify and employ what strategies are best suited for ELLs.

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avatar for Wayne E. Wright

Wayne E. Wright

Associate Dean, Purdue University
Dr. Wayne E. Wright is the Associate Dean for Research, Graduate Programs and Faculty Development and a Professor and the Barbara I. Cook Chair of Literacy and Language at Purdue University. Dr. Wright's research related to language and educational policies, programs, and instruction... Read More →
avatar for Trish Morita

Trish Morita

Assistant Professor, Purdue University
Trish Morita-Mullaney, Ph.D., is an Associate Professor in English Language Learning (ELL) at Purdue University and the PI of “Leveraging the Lectura y Lenguaje”, a National Professional Development (NPD) grant from the US Department of Education.
avatar for Haiyan Li

Haiyan Li

Doctoral Candidate, Purdue University
Haiyan Li is a doctoral student in Literacy and Language Development in the college of Education at Purdue University. She is also an on-leave associate professor in the college of Foreign Languages at North China Electric Power University, China. She has taught a variety of English... Read More →

Saturday September 12, 2020 11:30pm - 11:30pm EDT
On Demand Recorded Session